Gender Differences in Mobile Game-Based Learning to Promote Intrinsic Motivation

In this study, we investigated the impact of gender on learner participation, motivation and achievement in a game-based mobile learning environment. Our sample comprised 123 fourth-graders (59 girls and 64 boys) participating in a six-hour project of the science observation on virtual ecological pond. Based on classroom observations and questionnaires addressing issues of motivation, we collected data of the learners’ behavior and feedback. Analysis of learner participation showed that girls asked less questions and spoke less than boys in both the traditional classroom and outdoor learning; some of the girls seem used to just standing and watching, even though they are interested in the activity. However, gender appeared to make no difference with regard to the achievements and motivation in the mobile game-based learning environment. Furthermore, females tended to be more perceptive than their male classmates regarding motivation, indicating a stronger correlation to learning achievements. Key-Words: Gender differences, Game-based learning, Mobile learning, Processes analysis, Science education